Instructional Objectives:
Students will be able to:
Explain the life cycle of a star
Draw the sequence of stellar evolution
Apply previously learned concepts about star properties (brightness, color, heat, size) to understand the life cycle of a star
Explain how the mass of a star effects the life cycle of a star
Compare/contrast between the three types of life cycles of a star
Present scientific information orally to an audience
Use technology to give a presentation
Introduction:
Students will come to class having read the article “Stellar Evolution, the lives of stars” for homework. The class as a whole will talk about the major concepts of stellar evolution as discussed in the article. The teacher will guide the discussion by asking students what properties are important for star development and evolution? What did the article focus on? The class will briefly discuss the properties they have already learned about (brightness, temperature, size) as well as how the mass of a star contributes to its life cycle. The class will be divided into groups of three (about 5 to 6 students). Each group will be assigned to a star life cycle (light massed, medium massed, and heavy massed). Since the life cycle of the star varies due to its mass each group will have to research and investigate the life cycle they were given and present it to the class in a 7 -10 minute PowerPoint presentation. This lesson will provide students with the opportunity to do some scientific research and present it formally to the class. Students will also learn that each size star has different properties which mean that they will go through similar and different stages in their life cycles. Students will be able to apply their prior knowledge of stars temperature, color, brightness, etc. to the life cycle that a specific type of stars undergoes.
Body:
Students will have two and a half days to research the different stages of their star’s life cycle. Students will have to present facts about each stage, include pictures, and explain the process of how the star moves from one stage to another. While students are researching, the teacher will be monitoring the groups and assisting them by answering any questions, helping with finding research materials, helping with the setup of their presentations.
Conclusion:
Each of the groups will present their PowerPoint to the class. While each group is presenting the remaining students in the class will be filling out an outline for each life cycle that includes the stages of the star and three facts about each stage. After all of the groups presented, the students will compare their life cycle with the other two presentations. The class as a whole will compare and contrast the similarities and differences between all three of the life cycles. From this lesson students should be able to describe and explain how the mass of a star affects the life cycle it undergoes and how a star dies. Students will also learn how to conduct proper scientific research and give a formal presentation to an audience. Once students learn the stages of a star’s life cycle and grasp how all of the different properties they’ve learned about affect the life of a star, students will have an easier time understanding H-R diagrams and how stars are classified based on their properties. Students will also be able to predict the movement of stars on the graph as it ages and the properties of star changes.
Assessment:
Students will be assessed by:
Their ability to work in a group
Presentaion of their stellar life cycle
Their ability to research and present accurate scientific information
Unit: Stars
Topic: Stellar Evolution
Instructional Objectives:
Students will be able to:
Introduction:
Students will come to class having read the article “Stellar Evolution, the lives of stars” for homework. The class as a whole will talk about the major concepts of stellar evolution as discussed in the article. The teacher will guide the discussion by asking students what properties are important for star development and evolution? What did the article focus on? The class will briefly discuss the properties they have already learned about (brightness, temperature, size) as well as how the mass of a star contributes to its life cycle. The class will be divided into groups of three (about 5 to 6 students). Each group will be assigned to a star life cycle (light massed, medium massed, and heavy massed). Since the life cycle of the star varies due to its mass each group will have to research and investigate the life cycle they were given and present it to the class in a 7 -10 minute PowerPoint presentation. This lesson will provide students with the opportunity to do some scientific research and present it formally to the class. Students will also learn that each size star has different properties which mean that they will go through similar and different stages in their life cycles. Students will be able to apply their prior knowledge of stars temperature, color, brightness, etc. to the life cycle that a specific type of stars undergoes.
Body:
Students will have two and a half days to research the different stages of their star’s life cycle. Students will have to present facts about each stage, include pictures, and explain the process of how the star moves from one stage to another. While students are researching, the teacher will be monitoring the groups and assisting them by answering any questions, helping with finding research materials, helping with the setup of their presentations.
Conclusion:
Each of the groups will present their PowerPoint to the class. While each group is presenting the remaining students in the class will be filling out an outline for each life cycle that includes the stages of the star and three facts about each stage. After all of the groups presented, the students will compare their life cycle with the other two presentations. The class as a whole will compare and contrast the similarities and differences between all three of the life cycles. From this lesson students should be able to describe and explain how the mass of a star affects the life cycle it undergoes and how a star dies. Students will also learn how to conduct proper scientific research and give a formal presentation to an audience. Once students learn the stages of a star’s life cycle and grasp how all of the different properties they’ve learned about affect the life of a star, students will have an easier time understanding H-R diagrams and how stars are classified based on their properties. Students will also be able to predict the movement of stars on the graph as it ages and the properties of star changes.
Assessment:
Students will be assessed by:
Sources:
Life cycles of stars
Article: Stellar Evolution, the lives of stars
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